Implementasi pembelajaran tematik integratif pada tema 9 subtema 3 kelas IV C di SDN Tlogomas II Malang

INDONESIA:

Kurikulum 2013 adalah kurikulum baru yang diterapkan di Indonesia, sekolah di perkotaan sudah banyak yang menggunakan kurikulum 2013 namun di suatu sisi lain di sekolah plosok masih dalam tahap sosialisasi dan uji coba, banyak sekolah yang belum maksimal menerapkan KTSP, sedangkan pemerintah telah mencanangkan kurikulum 2013 segera diterapkan dan dilaksanakan. Hal ini tentu mengharuskan guru untuk berfikir keras dalam menyeleraskan sistem kurikulum yang diterapkan di Indonesia saat ini.

Berdasarkan pada latar belakang diatas maka permasalahn yang timbul adalah: (1) Bagaimana perencanaan di dalam pembelajaran tematik integratif pada tema 9 subtema 3 kelas IV C di Sekolah Dasar Negeri Tlogomas II? (2) Bagaimana pelaksanaan di dalam pembelajaran tematik integratif pada tema 9 subtema 3 kelas IV C di Sekolah Dasar Negeri Tlogomas II? (3) Apa kendala dalam pelaksanaan pembelajaran tematik integratif pada tema 9 subtema 3 kelas IV C di Sekolah Dasar Negeri Tlogomas II?.

Penelitian ini dilaksanakan di SDN Tlogomas II Malang dengan menggunakan pendekatan kualitatif deskriptif, prosedur pengumpulan data ini menggunakan teknik Observasi, wawancara dan dokumentasi. Analisis data menggunakan analisis induktif, miles dan huberman, teknik analisa data terdiri dari 3 pokok, yaitu reduksi data, penyajian data dan penarikan kesimpulan uji keabsahan data yang menggunakan triangulasi data sumber teknik dan waktu.

Hasil Penelitian menunjukkan bahwa, (1) Perencanaan pembelajaran tematik integratif pada tema 9 subtema 3 pada kelas IV C di SDN Tlogomas II yakni terdiri dari: (a) Rapat gugus (b) Analisis Kompetensi Dasar, KI, serta penentu SKL (c) membuat pemetaan KD (d) Menyusun perencanaan pembelajaran tematik (e) penerapan pembelajaran teamtik. (2) Pelaksanaan pembelajaran tematik integratif pada tema 9 subtema 3 Pada Kelas IV C di SDN Tlgomas II yakni : guru sudah membuat RPP dengan baik dan menempatkan metode dengan baik namun pada saat penerapan terkadang pendekatan scientific tidak digunakan disalah satu metodenya. (3) Kendala dalam pelaksanaan di pemebelajaran tematik integratif tema 9 subtema 3 pada kelas IV C SDN Tlogomas II yakni: guru terkadanag masih bingung dalam menempatkan pendekatan scientific pada saat proses pembelajaran, kendala dalam keluasan materi yang ada dibuku tematik, terkadanga hanya ada 3 lembar saja dalam 1 kegiatan pembelajaran, oleh karenanya siswa kurang luas menerima materi.

ENGLISH:

The 2013 curriculum is a new curriculum applied in Indonesia. Many schools in city areas have applied the 2013 curriculum, but the schools in remote areas are still learning how to apply it. There are still many schools which couldn’t effectively apply the previous curriculum so-called KTSP ye while the government create a new curriculum so-called the 2013 curriculum to apply in schools. This sure obliges the teachers to work hard in order to deal with it.

Based on the above background, there appear some problems: (1) what is the preparation of the implementation of the integrative thematic learning method of the theme 9 with the sub-theme 3 in the IV C class of the State Elementary School of Tlogomas II? (2) how is the integrative thematic learning method of the theme 9 with the sub-theme 3 in the IV C class of the State Elementary School of Tlogomas II implemented? (3) what are the problems in implementing the integrative thematic learning method of the theme 9 with the sub-theme 3 in the IV C class of the State Elementary School of Tlogomas II?

This research was conducted in the State Elementary School of Tlogomas II Malang by employing the descriptive qualitative inquiry. The procedure of the data collection was done through using the observation technique, interview dan documentation. The analysis of the data was inductive proposed by by Miles and Huberman which consists of three stages, data reduction, data presenting and conclusion drawing of the accuracy of the data using the triangulation of technique and time data source.

The result of the research showed that. (1) the preparation of the implementation of the integrative thematic learning method of the theme 9 with the sub-theme 3 in the IV C class of the State Elementary School of Tlogomas II consisted of (a) teacher meeting (b) analyzing the basic competence, KI, determining SKL (c) mapping the KD (d) making some guidelines (e) the implementation. (2) the implementing process of the integrative thematic learning method of the theme 9 with the sub-theme 3 in the IV C class of the State Elementary School of Tlogomas II was that (a) the teachers had already made the RPP well and practiced it well but still did not use the scientific approach really in some cases. (3) the problem in implementing the integrative thematic learning method of the theme 9 with the sub-theme 3 in the IV C class of the State Elementary School of Tlogomas II was that the teachers sometimes got confused to practice the scientific approach in the learning process. Also, the material provided in the handbook was not really sufficient that it was only explained only in three pages that the students did not get the comprehensive understanding of the material.